Scientific literacy is a fundamental twenty-first-century competency, yet Indonesian students’ scientific literacy remains low based on the 2022 PISA results. This study aims to analyze the pedagogical needs of elementary school teachers in developing electronic modules to improve students’ scientific literacy in Grade 5 science learning. This study employed a qualitative approach with a descriptive qualitative design involving eight Grade-5 elementary school teachers in cluster M, Madiun, East Java, Indonesia. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis to explore in depth the teachers’ pedagogical needs in developing scientific literacy through the use of electronic modules. Results: The findings reveal dimensions of teachers’ pedagogical needs including (1) the need to strengthen teachers’ understanding of scientific literacy concepts, (2) the need for curriculum-aligned and in-depth materials supported by structured scientific readings to facilitate conceptual understanding, (3) the need for methods and learning strategies providing systematic scenarios, supporting differentiation, and improving teachers’ pedagogical competence in teaching scientific literacy, (4) a gap between positive perceptions of electronic modules and the absence of implementation experience due to limited access and digital competence, (5) the need for technical features including contextual multimedia, interactive activities, higher-order thinking skills-based assessments, and lightweight electronic module designs compatible with infrastructure limitations. The findings indicate that the development of electronic modules to improve students’ scientific literacy must be responsive to teachers’ pedagogical needs by integrating conceptual, methodological, and technical aspects.